9/28/09-10/5/09

Week Focus:

Prewriting Ideas -- gathering, writing, organizing, revising for draft

Goal: Prewrite in web, list, or free-write, then re-read and number to organize your ideas before drafting.
Goal: Fluency
Goal: poetry: Where I’m From
Figurative Language

http://whatelse.pbworks.com/Where-Im-From

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Tues 9/29
Notebook, Folder, CSI checklists -- goals
Table of Contents

Strengthen:
Where I’m From
Prewrite Strategies review: Freewrite, web, list,
Introduce: graphic organizer


Wed 9/30
S:
Introduce: timeline

Thursday 10/1
Poetic Form: phrases -- short lines
Drafting Strategies: Organize notes from prewrite -- color/number/start in middle


Fri 10/2
Writing Strategy:

Draw then write: Create an image of memories for a person important to you, then write about it for that person


Mon 10/5
Draft second two stanzas


Tues 10/6
Goals and reflection
S: Stars and Wishes -- peer sharing

10/7
S: Revision techniques: ARMS
http://whatelse.pbworks.com/Revision

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EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
Component 1.3: Revises to improve text. W
Component 1.4: Edits text. W

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

Component 3.3: Knows and applies appropriate grade level writing conventions. W

May 5 - May 11

Daily Process
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule

Resources:
Fourth Quarter Requirements
http://homepage.mac.com/sherirae/grammar/index.html
https://whatelse.pbwiki.com/Figurative-Language

Collaboration:
http://eagleswrite.pbwiki.com/


Focus:

Writing Places Paragraphs and Essays: Glog; Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling

Tuesday 5/5
Grammar -- the dash (READ 1/09)
Review process of drafting.
Write paragraph on Gold Lake with partner.

Wednesday 5/6
Share paragraphs.
Focus -- partner paragraphs -- choose places -- write at least four paragraphs for your place with partner

Thursday 5/7
Grammar -- capitalization (READ 11/14)
Focus -- places--share

Friday 5/8
No school PM

Monday 5/11
Grammar -- punctuation (discuss and apply)
Focus -- Places: share; continue with individual paragraphs

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Project Progression as needed with personalized instruction for:

Six Traits:
Ideas -- prewriting
Ideas -- draft
Organization --paragraphs, beginnings, endings - find in your paper
Organization and Word Choice --Names/Verbs/Emotion -- see revision tips
Sentence Fluency -- Length/Structure
Voice -- attitude appropriate for audience and purpose
Edit -- punctuation/spelling/ grammar, etc.


Our Area --- Writing paragraphs and essays
Writing Places Paragraphs: Glog; Place Prezi; Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling

Research
Summary, Adapt to fiction, Adapt to poetry
http://eagleswrite.pbwiki.com/Genre-Audience-and-Purpose

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EALR 1: The student understands and uses a writing process.

1.1.1 Prewrites to generate ideas and plan writing. W Applies more than one strategy for generating ideas and planning writing.
· Generates ideas prior to organizing them

1.2.1 Analyzes task and composes multiple drafts when appropriate a. Refers to prewriting plan. b. Drafts according to audience, purpose, and time.
d. Assesses draft and/or feedback

1.4.1 Edits for conventions (see 3.3).

1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. Rereads work several times and has a different focus for each reading (e.g., first reading — adding details for elaboration; second reading — deleting sentences or phrases to achieve paragraph unity; third reading — reorganizing ideas for meaning).

Records feedback using writing group procedure (e.g., partner underlines telling sentences, such as “I had fun,” and writer changes to show detail, “I squealed as the roller coaster sped around a corner.”).
· Makes decisions about writing based on feedback (e.g., revision before final draft).

EALR 3: The student writes clearly and effectively.
3.1.1 Analyzes ideas, selects a narrow topic, and
using specific details and/or examples.

3.1.2 Uses an effective organizational structure.

2.1.1 Applies understanding of multiple and varied audiences to write effectively.

3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.

3.2.2 Uses language appropriate for a specific audience and purpose.
· Uses precise language (e.g., powerful verbs, specific descriptors).